TALLIS PHOTOGRAPHY
TALLIS PHOTOGRAPHY
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    • What is photography?
    • Threshold Concepts
    • Bloom's Taxonomy
    • Evaluating your work
    • Writing about photography >
      • Walter Benjamin
      • Susan Sontag
      • John Szarkowski
      • Roland Barthes
      • John Tagg
      • Michael Bracewell
      • Graham Clarke
    • In Focus >
      • Berenice Abbott
      • Eugene Atget
      • Anna Atkins
      • Lewis Baltz
      • Brassai
      • Harry Callahan
      • Susan Derges
      • Louis Faurer
      • David Goldblatt
      • Nan Goldin
      • David Hockney
      • Seydou Keita
      • Dolores Marat
      • László Moholy-Nagy
      • Abelardo Morell
      • John Stezaker
      • Jindrich Styrsky
      • Hiroshi Sugimoto
      • Garry Winogrand
      • Erwin Wurm
    • Themes
    • Visual Analysis
    • Presentations
  • Links
  • Contact
  • Home
  • Blog
  • Courses
    • Promo Videos
    • Ethos
    • Learning & Teaching
    • GCSE Photography
    • A-Level Photography
    • Documentation
    • Photo Literacy
    • Assessment
    • Home Learning
    • Exhibitions
    • Multimedia
  • Resources
    • What is photography?
    • Threshold Concepts
    • Bloom's Taxonomy
    • Evaluating your work
    • Writing about photography >
      • Walter Benjamin
      • Susan Sontag
      • John Szarkowski
      • Roland Barthes
      • John Tagg
      • Michael Bracewell
      • Graham Clarke
    • In Focus >
      • Berenice Abbott
      • Eugene Atget
      • Anna Atkins
      • Lewis Baltz
      • Brassai
      • Harry Callahan
      • Susan Derges
      • Louis Faurer
      • David Goldblatt
      • Nan Goldin
      • David Hockney
      • Seydou Keita
      • Dolores Marat
      • László Moholy-Nagy
      • Abelardo Morell
      • John Stezaker
      • Jindrich Styrsky
      • Hiroshi Sugimoto
      • Garry Winogrand
      • Erwin Wurm
    • Themes
    • Visual Analysis
    • Presentations
  • Links
  • Contact

Learning & Teaching

We believe that learning is effective and teaching is of a high quality when:
  • teachers model the learning process, share their experiences of learning and empathise with students
  • students have access to the necessary resources and support to complete the tasks set
  • teachers challenge students and allow them to experiment, make mistakes and solve their own problems
  • students understand what is being asked of them, have seen examples of good practice by other students (and teachers) and have a clear grasp of assessment criteria
  • feedback is prompt, focused and useful
  • potential barriers to learning are identified quickly and acted upon
  • successful work, effort and progress are rewarded
  • clear progress targets are set and monitored jointly by staff and students
  • teachers are able to regularly develop their own skills and subject knowledge
Picture
Thomas Tallis School, Kidbrooke Park Road, London SE3 9PX